Reframing queer teacher subjects: Neither in nor out but present

Abstract

Queer teachers have been cast as victims of heterosexist institutions, experiencing a range of external and self-imposed silencing technologies that render them marginalised and invisible. This chapter, drawing on recent research across Australia, illustrates how many queer teachers agentically position themselves in subjective spaces that are very different to that of victim, despite their heteronormative school environments. Working in a conservative institution that continues to construct sexual diversities as controversial and as inappropriate knowledge for students, these queer teacher narratives illuminate how they (re)frame and (re)position themselves in institutionally powerful discursive locations that draw on particular constructions of the ‘teacher as professional’. Within this discourse, being ‘in’ or ‘out’ is perceived of little consequence to their work particularly in relation to the school’s client base.